National trends show that students with disabilities are often disciplined more harshly than regular or general education students. This study aims to compare the percentage of suspensions and expulsions given to students in Louisiana with disabilities and general education students in Head Start through grade twelve over a five-year period based on the policies outlined in the Individuals with Disabilities Act of 2004. This research intends to determine if there are significant differences between the two groups and if these differences are present across Louisiana's eight Planning Development Districts (PDDs).Secondary data from the Louisiana Department of Education and the Office of Civil Rights Studies was used for this quantitative research and was analyzed and reported through descriptive statistics, independent sample t-tests, and analysis of variance. The variables used in this study were special education status (students with disabilities and regular education students), in-school suspensions (ISS), out-of-school suspensions (OSS), in-school expulsions (ISE), out-of-school expulsions (OSE), and planning development districts (PDD). Upon analyzing the discipline sanctions of students with disabilities and regular education students, disparities were evident, showing disproportionality in ISS and OSS with a p-value of <0.001 for OSS. Approximately 9% of students with disabilities received OSS compared to the 6% OSS rate for regular education students. The test results indicated that less than 1% of students with disabilities received ISE and OSE while regular education students received 1.2% and 1% respectively. The results of the ANOVA test showed that there was no significant difference within groups, but there was between groups. The p-value for all comparisons was <0.001. PDD 4 had the highest mean level of ISS (M = 0.110) while PDD 1 had the lowest (M= 0.-52). There was a significant difference in the percentage of OSS, ISE, and OSE at the p<0.05 level for students with disabilities and regular education students between PDDs. PDD 4 had more suspensions and expulsions than the other PDDs. Overall, data indicates that to comply with IDEA, Louisiana must revise its discipline policy to reduce the number of suspensions and expulsions for minor infractions that are a manifestation of a student's disability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]